Application of an instructional systems design approach by teachers in higher education:individual versus team design

Hoogveld, A. W. M., Paas, F., & Jochems, W. M. G. (2003). Application of an instructional systems design approach by teachers in higher education: individual versus team design. Teaching and Teacher Education, 19, 581-590.Curricular changes in higher vocational education have rendered teachers' instructional design activities increasingly important. Using a repertory grid technique, this paper sets out to analyse current design activities of ten teacher trainers. Their actual approach is compared with an instructional systems design (ISD) approach and related to innovative teacher roles. Teachers’ activities show an imbalance in two ID phases, that is problem analysis and evaluation. The results suggest that they attempt to translate curricular goals directly into concrete lessons and they pay relatively little attention to evaluation. In line with this finding, they underrate the two innovative teacher roles of the “diagnostician” and the “evaluator”. It is argued that imbalanced or incomplete design approaches and perceived roles may hinder innovation in education. Implications for the support of teachers’ design activities are discussed

The effects of a Web-based training in an instructional systems design approach on teachers’ instructional design behavior

Deficiencies in instructional design skill have been identified as a possible cause for the problems teachers of Dutch Polytechnics experience in designing competency-based education. This research investigates the effects of an Instructional Systems Design (ISD) training on teachers’ instructional design behavior. Thirty-six teachers from 16 Dutch Teacher Training Colleges received 20 hours of web-based training either in an ISD based condition or in an experience-based design condition (EXP). In the ISD condition teachers were trained to apply the Four-Component Instructional Design Model (4C-ID model) of [14]. Englewood Cliffs, NJ: Educational Technology Publications, in the EXP condition the teachers were trained to optimize their own approach. The results supported the hypotheses, indicating that the ISD-based training resulted in a higher quality of design and was evaluated more positively than the EXP approach. These findings suggest that training in an ISD approach can effectively support teachers’ instructional design strategies

Understanding resilience of farming systems: Insights from system dynamics modelling for an arable farming system in the Netherlands

Farming systems in Europe are facing economic, social, environmental and institutional challenges. Highly intensive, climate-exposed, arable farming systems like the Veenkoloniën in the north of the Netherlands are particularly vulnerable to many of these challenges. Just in the past twenty years, the Veenkoloniën has lost half of its small and medium sized family farms specialised in cultivating starch potatoes. While starch potato production continues to be stable as the remaining farms are increasing the size of their operation, local stakeholders are concerned that the farming system in the Veenkoloniën is endangered. In this paper we investigate this issue by using a system dynamics simulation model to explore what the potential structures are that could threaten the long term future of starch potato production and to identify leverage points that can enhance the resilience of the system. Our analysis shows that, so far, farmers’ active engagement in a processing cooperative has been an important element to their resilience to cope with economic and environmental challenges. In practice, the cooperative has been able to act as a buffer and stabilise prices for farmers in the region by implementing strategies that increase the value of their products, open new markets and increase starch potato production.publishedVersio

Assessing the resilience and sustainability of a hazelnut farming system in central Italy with a participatory approach

European agriculture is facing increasing economic, environmental, institutional, and social challenges, from changes in demographic trends to the effects of climate change. In this context of high instability, the agricultural sector in Europe needs to improve its resilience and sustainability. Local assessments and strategies at the farming system level are needed, and this paper focuses on a hazelnut farming system in central Italy. For the assessment, a participatory approach was used, based on a stakeholder workshop. The results depicted a system with a strong economic and productive role, but which seems to overlook natural resources. This would suggest a relatively low environmental sustainability of the system, although the actual environmental impact of hazelnut farming is controversial. In terms of resilience, we assessed it by looking at the perceived level of three capacities: robustness, adaptability, and transformability. The results portrayed a highly robust system, but with relatively lower adaptability and transformability. Taking the farming system as the focal level was important to consider the role of different actors. While mechanisation has played a central role in enhancing past and present system resilience, future improvements can be achieved through collective strategies and system diversi?cation, and by strengthening the local hazelnut value chain.</p

Gesturing during mental problem solving reduces eye movements, especially for individuals with lower visual working memory capacity

Non-communicative hand gestures have been found to benefit problem-solving performance. These gestures seem to compensate for limited internal cognitive capacities, such as visual working memory capacity. Yet, it is not clear how gestures might perform this cognitive function. One hypothesis is that gesturing is a means to spatially index mental simulations, thereby reducing the need for visually projecting the mental simulation onto the visual presentation of the task. If that hypothesis is correct, less eye movements should be made when participants gesture during problem solvin

Toward a more embedded/extended perspective on the cognitive function of gestures

Gestures are often considered to be demonstrative of the embodied nature of the mind (Hostetter and Alibali, 2008). In this article, we review current theories and research targeted at the intra-cognitive role of gestures. We ask the question how can gestures support internal cognitive processes of the gesturer? We suggest that extant theories are in a sense disembodied, because they focus solely on embodiment in terms of the sensorimotor neural precursors of gestures. As a result, current theories on the intra-cognitive role of gestures are lacking in explanatory scope to address how gestures-as-bodily-acts fulfill a cognitive function. On the basis of recent theoretical appeals that focus on the possibly embedded/extended cognitive role of gestures (Clark, 2013), we suggest that gestures are external physical tools of the cognitive system that replace and support otherwise solely internal cognitive processes. That is gestures provide the cognitive system with a stable external physical and visual presence that can provide means to think with. We show that there is a considerable amount of overlap between the way the human cognitive system has been found to use its environment, and how gestures are used during cognitive processes. Lastly, we provide several suggestions of how to investigate the embedded/extended perspective of the cognitive function of gestures

Capturing farm diversity with hypothesisbased typologies: An innovative methodological framework for farming system typology development

Creating typologies is a way to summarize the large heterogeneity of smallholder farming systems into a few farm types. Various methods exist, commonly using statistical analysis, to create these typologies. We demonstrate that the methodological decisions on data collection, variable selection, data-reduction and clustering techniques can bear a large impact on the typology results. We illustrate the effects of analysing the diversity from different angles, using different typology objectives and different hypotheses, on typology creation by using an example from Zambia's Eastern Province. Five separate typologies were created with principal component analysis (PCA) and hierarchical clustering analysis (HCA), based on three different expert-informed hypotheses. The greatest overlap between typologies was observed for the larger, wealthier farm types but for the remainder of the farms there were no clear overlaps between typologies. Based on these results, we argue that the typology development should be guided by a hypothesis on the local agriculture features and the drivers and mechanisms of differentiation among farming systems, such as biophysical and socio-economic conditions. That hypothesis is based both on the typology objective and on prior expert knowledge and theories of the farm diversity in the study area. We present a methodological framework that aims to integrate participatory and statistical methods for hypothesis-based typology construction. This is an iterative process whereby the results of the statistical analysis are compared with the reality of the target population as hypothesized by the local experts. Using a well-defined hypothesis and the presented methodological framework, which consolidates the hypothesis through local expert knowledge for the creation of typologies, warrants development of less subjective and more contextualized quantitative farm typologies.Estación Experimental Agropecuaria BarilocheFil: Alvarez, Stephanie. Wageningen University & Research. Farming Systems Ecology; HolandaFil: Timler, Carl J. Wageningen University & Research. Farming Systems Ecology; HolandaFil: Michalscheck, Mirja. Wageningen University & Research. Farming Systems Ecology; HolandaFil: Paas, Wim. Wageningen University & Research. Farming Systems Ecology; HolandaFil: Descheemaeker, Katrien. Wageningen University & Research. Plant Production Systems; HolandaFil: Tittonell, Pablo Adrian. Instituto Nacional de Tecnología Agropecuaria (INTA). Estación Experimental Agropecuaria Bariloche. Área de Recursos Naturales; ArgentinaFil: Andersson, Jens A. International Maize and Wheat Improvement Center (CIMMYT); ZimbaweFil: Groot, Jeroen C. J. Wageningen University & Research. Farming Systems Ecology Group, Plant Sciences; Holand

Does gesture strengthen sensorimotor knowledge of objects? The case of the size-weight illusion

Co-speech gestures have been proposed to strengthen sensorimotor knowledge related to objects’ weight and manipulability. This pre-registered study (https://www.osf.io/9uh6q/) was designed to explore how gestures affect memory for sensorimotor information through the application of the visual-haptic size-weight illusion (i.e., objects weigh the same, but are experienced as different in weight). With this paradigm, a discrepancy can be induced between participants’ conscious illusory perception of objects’ weight and their implicit sensorimotor knowledge (i.e., veridical motor coordination). Depending on whether gestures reflect and strengthen either of these types of knowledge, gestures may respectively decrease or increase the magnitude of the size-weight illusion. Participants (N = 159) practiced a problem-solving task with small and large objects that were designed to induce a size-weight illusion, and then explained the task with or without co-speech gesture or completed a control task. Afterwards, participants judged the heaviness of objects from memory and then while holding them. Confirmatory analyses revealed an inverted size-weight illusion based on heaviness judgments from memory and we found gesturing did not affect judgments. However, exploratory analyses showed reliable correlations between participants’ heaviness judgments from memory and (a) the number of gestures produced that simulated actions, and (b) the kinematics of the lifting phases of those gestures. These findings suggest that gestures emerge as sensorimotor imaginings that are governed by the agent’s conscious renderings about the actions they describe, rather than implicit motor routines

Co-thought gesturing supports more complex problem solving in subjects with lower visual working-memory capacity

During silent problem solving, hand gestures arise that have no communicative intent. The role of such co-thought gestures in cognition has been understudied in cognitive research as compared to co-speech gestures. We investigated whether gesticulation during silent problem solving supported subsequent performance in a Tower of Hanoi problem-solving task, in relation to visual working-memory capacity and task complexity. Seventy-six participants were assigned to either an instructed gesture condition or a condition that allowed them to gesture, but without explicit instructions to do so. This resulted in th